Abstract
This paper critiques the design and participant feedback in an online professional development course designed to model principles of communities of inquiry within a wider community of practice. The module is structured around building an authentic community of inquiry (COI) - incorporating principles of Social Constructivism and Connectivism - through a series of activities (Rhizomatic Learning) that ask participants to collaboratively read, think, debate and prototype the design of online learning environments with reference to their own, or an adopted, context and practice situated within the Pedagogy-Andragogy-Heutagogy Continuum. Assignments are structured along the first three phases of a Design Based Research methodology – analysis and exploration, rapid prototyping, and evaluation and redesign of an online learning environment, with foundations in the Scholarship of Technology Enhanced Learning. The design of the COI follows a learner-centric ecology of resources that asks participants to create, share and provide peer feedback on their own ePortfolios as they engage with foundational learning theory and practice via a variety of collaborative platforms curated by a social media hashtag #EDUC90970 and a shared RSS magazine/reader. The course learning environment is designed to move away from a transmission model of PD towards a transformative model that impacts participant conceptualisations and practice. Participant feedback illustrates the transformative impact of the course upon their own teaching practice, and also how this feedback informed the iterative redesign on the course itself.
Presenters
Thomas CochraneAssociate Professor, Centre for the Study of Higher Education, University of Melbourne, Victoria, Australia Lyle Gurrin
Professor of Biostatistics, School of Population and Global Health, University of Melbourne, Victoria, Australia Chelsea Hyde
Senior Lecturer, Melbourne Graduate School of Education, University of Melbourne, Victoria, Australia Rebecca Morris
University of Victoria, British Columbia, Canada Sam John
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Online learning, Professional eportfolio, Collaborative learning, Design-Based Research, SoTEL
Digital Media
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